Racial Stereotypes and Gender in Context: African Americans at Predominantly Black and Predominantly White Colleges

Abstract

In this study, relationships among stereotype expectations, gender, and academic self-concept and performance of African American students in predominantly White and predominantly Black college contexts were examined. Stereotype expectations are students' perceptions of biased treatment and evaluation within their major classroom settings (SE). Findings indicated that students' majors were related to stereotype expectations, as well as to their academic competence. Our results also provide evidence of gender and institutional interactions in the relationships between stereotype expectations and academic outcomes. Results are discussed in terms of the need to examine issues of race and gender in the academic experiences of African Americans, as well as how their specific school and classroom contexts may influence their experiences.

Interaction Between Race and Gender and Effect on Implicit Racial Bias Against Blacks

“…Black males have been stereotyped as aggressive and anti-intellectual. 34,35,74,75 Black men have been also stereotyped as "endangered, aggressive, angry, superhuman, subhuman, lazy, hyperactive, jailed, and paroled, on probation, lost, loveless, incorrigible, or just simply self-destructive". 76,77 In line with subordinate male target hypothesis, racial discrimination may be mostly a male to male phenomenon.…”

Cooling Out in the Community College: What is the Effect of Academic Advising on Students’ Chances of Success?

“…The role of campus racial climate in the outcomes of historically disadvantaged racial groups has received increased empirical attention in recent years (e.g., Cabrera et al 1999;Hurtado 1992;Hurtado et al 1999;McClelland and Auster 1990). Although findings regarding the effect of institutional racial composition are mixed (e.g., Pascarella et al 1989;Wassmer et al 2004), the evidence suggests that institutions that have high minority enrollments tend to exhibit more supportive environments for disadvantaged racial groups than do institutions that have low minority enrollments (e.g., Chavous et al 2004;Fries-Britt and Turner 2002;Hagedorn et al 2007;Pascarella and Terenzini 2005). Thus, one could theorize that, if historically disadvantaged racial groups are systematically cooled out, this process occurs less frequently, or to a lesser degree, in institutions that enroll a disproportionately large percentage of minority students.…”

A longitudinal examination of the role of stereotype threat and racial climate on college outcomes for minorities at elite institutions

“…There are several examples to date of researchers operationalizing stereotype threat and related concepts in survey research (Chavous et al 2004;Massey and Fischer 2005;Morgan and Mehta 2004;Osborne 1995Osborne , 2001. Some of these studies have found innovative ways of testing stereotype threat and related concepts using datasets that were not specifically designed to test stereotype threat, such as the Morgan and Mehta (2004) study that used the National Educational Longitudinal Survey (NELS) and Osborne (1995) work with High School and Beyond.…”

“…Some of these studies have found innovative ways of testing stereotype threat and related concepts using datasets that were not specifically designed to test stereotype threat, such as the Morgan and Mehta (2004) study that used the National Educational Longitudinal Survey (NELS) and Osborne (1995) work with High School and Beyond. On the other hand, Chavous et al (2004) fielded their own survey containing several instruments specifically designed to measure the effects of stereotype threat on outcomes for minorities on a predominantly white campus and a historical black campus. These studies reveal the typical tradeoff between depth in smaller scale studies that are often cross-sectional and the breadth offered by nationally representative larger scale surveys that are more likely to be longitudinal.…”